Abstract
Current research indicates that within the United States, many preservice teachers are
not prepared to work with a rapidly changing student population that includes an
increasing number of immigrant students with limited proficiency in English (Giambo
& Szecsi, 2005/2006; Janzen, 2008; Latta & Chan, 2011). This article presents
findings from a longitudinal qualitative study that examined the semester-long
experiences of preservice art education students who participated in The University of
Georgia Studies Abroad in Cortona, Italy program from 2003 to 2006, providing
sequential art instruction to Italian children who were not English speakers. In 2010,
we conducted follow-up interviews to better understand the potential long-term effects
of this experience. Our findings indicated this experience gave the art education
students increased cultural understanding and greater confidence in their teaching, and
provided a foundational experience that they believed would help them be more
successful in working with English Language Learners (ELLs) in the future.